Didactics 2

Assignment 4

Name: Maria Isabel Cazuriaga and Camila Villalba

Unit 1: Chapter 11 pages 370 to 379

After reading the assigned pages, please answer to the following question:

2. What aspects of clinical supervision qualify it to be considered and application of action

research? How does action research, in turn, qualify as an aspect of reflective teaching?
Clinical supervision can be considered an application of action research due to its focus on
systematic inquiry and improvement of teaching practices. Here are the aspects of clinical
supervision that qualify it as an application of action research:
1. Identifying research questions: In clinical supervision, the supervisor and the teacher
collaboratively determine the questions or areas of focus that can immediately impact teaching
effectiveness. This process aligns with the initial step of action research, where the research
question with the greatest potential for improvement is identified.
2. Developing hypotheses and new approaches: Clinical supervision involves devising new
approaches or behaviors that aim to improve teaching practice. This step corresponds to the
second step of action research, which involves formulating a hypothesis or proposing an
intended improvement over current practices.
3. Data collection and analysis: Both clinical supervision and action research require the
collection of relevant data to test hypotheses and evaluate the effectiveness of new
approaches. Clinical supervision may involve various data sources, such as student
performance, observations, records, questionnaires, interviews, and more. This aligns with the
third and fourth steps of action research, which involve determining the nature of required
data and implementing the new approach while collecting data.
4. Reflecting on outcomes: Clinical supervision encourages reflection on the outcomes of the
new practices and their impact on teaching. This reflection, comparing the new approach to the
previous practice, is akin to the fifth step of action research, where data are analyzed, and
outcomes are critically examined.
Action research, on the other hand, qualifies as an aspect of reflective teaching due to its
systematic and self-reflective nature. Here's how action research aligns with reflective teaching:
1. Self-reflection: Action research requires teachers to critically examine their own teaching
practices and reflect on the outcomes. It encourages teachers to question their assumptions,
beliefs, and instructional methods, fostering a reflective mindset.
2. Continuous improvement: Action research promotes an ongoing cycle of improvement by
continuously examining and refining teaching practices based on evidence and data. This aligns
with the idea of reflective teaching, which involves regularly assessing one's teaching
approaches and making adjustments to enhance student learning.
3. Professional growth: Engaging in action research enhances teachers' professional growth by
deepening their understanding of their own teaching practices and their impact on student
outcomes. This aligns with the goal of reflective teaching, which seeks to continually develop
and refine teaching skills and knowledge.
4. Informed decision-making: Both action research and reflective teaching emphasize the
importance of evidence-based decision-making. Through action research, teachers collect and
analyze data to inform their instructional decisions, ensuring that their teaching practices are
well-grounded in research and observation.
All in all, clinical supervision can be considered an application of action research due to its
alignment with the action research process. Action research, in turn, qualifies as an aspect of
reflective teaching by promoting self-reflection, continuous improvement, professional growth,
and informed decision-making. Both approaches share a focus on using evidence and data to
enhance teaching effectiveness and student learning.
4. The notion of the teacher as researcher has emerged prominently in recent years. Why, in
your view, has this happened, and what is the likely broad impact of it on teacher attitudes and
teaching practices?
In recent years, there has been a growing emphasis on the notion of the teacher as a
researcher. This shift in perspective can be attributed to several factors. Firstly, the recognition
that teaching is a dynamic and evolving profession has led to the understanding that teachers
need to continually develop and improve their skills. Obtaining a teaching certificate or tenure
does not guarantee optimum effectiveness, as the field of education is constantly changing.
Additionally, there is a greater emphasis on evidence-based practice in education.
Policymakers, administrators, and even parents increasingly expect teachers to base their
instructional decisions on research and data. This expectation has created a demand for
teachers who are not only knowledgeable in their subject areas but also well-versed in research
methodologies and data analysis.
The concept of the teacher as a researcher aligns with the idea of reflective practice, which
involves teachers critically examining their own teaching methods and their impact on student
learning. By adopting a research-oriented mindset, teachers can systematically investigate
questions and problems that arise in their classrooms. This approach allows them to gather
data, analyze it, and make informed decisions about their instructional practices.
However, despite the growing recognition of the importance of teachers as researchers, there
has been some reluctance among teachers to embrace this role. Some teachers view research
as disconnected from the practical realities of teaching, associating it more with educational
theorists and abstract concepts. There is often a perception that research is complex, involving
large amounts of data and jargon-laden theories that seem distant from the day-to-day
challenges of teaching.
To overcome this reluctance, teacher educators and researchers must take some responsibility
for not effectively communicating the potential benefits of research to prospective and
practicing teachers. They need to bridge the gap between research and practice by
demonstrating how research findings can inform and improve teaching strategies.
The likely broad impact of teachers embracing the role of researchers is significant. Teachers
who engage in research are more likely to be proactive in seeking out new knowledge and best
practices. In this sense, teachers conduct "soft research." They are likely to be more open to
innovative teaching methods and approaches, as well as to solve problems systematically and
incorporating technology effectively in the classroom. Engaging in research can also enhance
teacher collaboration and professional dialogue, as teachers can share their findings, exchange
ideas, and learn from each other's experiences.
Moreover, the integration of research into teaching practices can lead to improved student
outcomes. By systematically investigating and evaluating their own instructional approaches,
teachers can identify what works best for their students and make informed adjustments. This
evidence-based decision-making contributes to more effective teaching, personalized
instruction, and better student engagement and achievement.